Unit 4 Parents and Children-Reading Actively 教案-2025-2026学年高中英语重大版必修第二册

Unit 4 Parents and Children-Reading Actively 教学目标和重难点 教学目标 The four-dimensional core literacy of this Reading Actively class is closely combined with the theme of "Parents and Children", aiming to comprehensively improve students’ English academic literacy. Language competence focuses on enabling students to master key words and phrases related to parent-child communication, such as "communicate with", "understanding" and "support", understand the logical structure of the narrative text, and use appropriate language to express their views on parent-child relationships. Cultural awareness guides students to compare the differences and commonalities of parent-child education concepts at home and abroad, respect diverse cultural concepts, and establish a positive and harmonious parent-child communication awareness. Thinking quality helps students analyze the emotional changes and character characteristics of the characters in the text, cultivate logical thinking and critical thinking ability, and learn to view parent-child conflicts from a multi-dimensional perspective. Learning ability enables students to master effective reading strategies such as skimming, scanning and careful reading, form the habit of independent reading and cooperative inquiry, and improve their ability to solve problems in the process of language learning independently. 教学重难点 The key points of this lesson are to help students understand the main idea and detailed information of the reading text, master the key vocabulary, phrases and sentence structures related to parent-child communication, such as "I think it’s important that..." and "They argue a lot, but they love each other deeply", and grasp the narrative sequence and writing characteristics of the text. The difficult points are to guide students to understand and use the metaphors and figures of speech in the text, such as "Our relationship is like a tightrope walk", so as to enhance the richness and accuracy of language expression; to help students flexibly use the learned language knowledge to analyze the causes of parent-child conflicts in real life and put forward reasonable communication suggestions, and to realize the internalization and transfer of language knowledge and emotional awareness. 教学过程 Step 1: Pre-reading — Lead-in and Preview (Design Intention: Activate students’ prior knowledge, arouse their learning interest, and lay a foundation for the understanding of the text. Through situational lead-in and preview inspection, students can quickly enter the theme of parent-child relationship, and clarify the learning focus of this lesson.) First, the teacher starts with a situational question: “Do you often communicate with your parents? What are the common topics or conflicts between you and your parents?” Then, invite 2-3 students to share their real experiences in English. During the sharing process, the teacher guides students to use simple words and phrases related to parent-child communication, such as “argue”, “care about”, “understand” and “support”, and writes these words on the blackboard to help students build a preliminary vocabulary framework. Next, the teacher presents a picture related to the text — a scene of a parent and a child talking happily, and asks students to predict the main content of the reading text according to the picture and the unit theme. The teacher can prompt: “What do you think the text will talk about? Will it introduce the ways of parent-child communication, or the conflicts between parents and children and their solutions?” This link can stimulate students’ curiosity and enthusiasm for reading, and cultivate their ability of prediction and reasoning. After that, the teacher checks the students’ preview results. The teacher asks students to take turns to read the new words and phrases in the text, such as “misunderstand”, “patience”, “compromise”, “generation gap”, “express one’s feelings” and so on, and corrects their pronunciation and intonation. At the same time, the teacher briefly explains the core meaning and usage of key words and phrases, combined with simple example sentences, such as “We should learn to compromise with our parents when we have different opinions.” This helps students eliminate language obstacles in reading and lay a solid foundation for in-depth understanding of the text. Step 2: While-reading — In-depth Reading and Comprehension (Design Intention: Guide students to use different reading strategies to understand the text layer by layer, from the main idea to the detailed information, and then to the logical structure and emotional connotation. This link focuses on training students’ reading ability and logical thinking ability, and helps students deeply understand the theme of the text.) Activity 1: Skimming — Grasp the Main Idea The teacher asks students to read the text quickly, and then answer two questions: 1. What is the main idea of the text? 2. What is the writing style of the text? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The text is a narrative, which tells a story between a child and his parents, showing the changes of their relationship from conflict to understanding, and expressing the importance of effective parent-child communication. In this process, the teacher guides students to grasp the key information of the text quickly, and trains their skimming ability, which is helpful for students to form the habit of grasping the main idea first when reading. Activity 2: Scanning — Find Detailed Information The teacher designs a set of detailed questions according to the text content, and asks students to read the text again carefully, find the corresponding information in the text and answer the questions. The questions are as follows: 1. What caused the conflict between the child and his parents? 2. What did the child do when he was angry with his parents? 3. How did the parents respond to the child’s behavior? 4. What made the child change his attitude towards his parents? 5. What conclusion did the child draw in the end? After students finish answering, the teacher organizes students to check their answers in groups. Each group selects a representative to share the group’s answers, and the teacher corrects and supplements them. At the same time, the teacher guides students to mark the key sentences in the text that answer the questions, and analyzes the sentence structures, such as the attributive clause and the adverbial clause of reason, to help students deepen their understanding of the text content and master the key sentence structures. This link can train students’ scanning ability, enable students to accurately find the detailed information needed, and lay a foundation for in-depth analysis of the text. Activity 3: Careful Reading — Analyze Logical Structure and Emotional Connotation First, the teacher guides students to sort out the logical structure of the text. The teacher asks students to discuss in groups: “How is the text organized? What is the sequence of the story?” After the discussion, the teacher summarizes with the help of a mind map: The text is organized in chronological order, which can be divided into three parts: the cause of the conflict (the child had a quarrel with his parents because of his study), the process of the conflict (the child was angry and refused to communicate with his parents), and the solution of the conflict (the child realized his mistake and communicated with his parents sincerely, and the relationship between them became harmonious again). This helps students clarify the logical context of the text and cultivate their ability of sorting out and summarizing information. Then, the teacher guides students to analyze the emotional changes of the characters in the text. The teacher asks students to find the words and sentences in the text that describe the child’s emotions and the parents’ emotions, and fill in a form (the form is presented on the blackboard or PPT). For example, the child’s emotions: angry → sad → regretful → grateful; the parents’ emotions: worried → patient → understanding. After filling in the form, the teacher asks students to discuss: “Why did the child’s emotions change? What can we learn from the parents’ performance?” Through discussion, students can deeply understand the emotional connotation of the text, realize the selflessness and patience of parents’ love, and lay a foundation for the cultivation of emotional attitude and values. In addition, the teacher focuses on analyzing the metaphors and figures of speech in the text. For example, the sentence “Our relationship is like a tightrope walk” in the text. The teacher asks students to think: “What does this metaphor mean? What is the author’s purpose in using this metaphor?” After students’ discussion, the teacher explains: This metaphor compares the parent-child relationship to walking a tightrope, implying that parent-child relationship needs careful care and proper communication to maintain balance, otherwise it will easily break down. This link helps students understand the vividness and richness of the text language, and break through the teaching difficulty of understanding and using metaphors. Step 3: Post-reading — Consolidation, Application and Expansion (Design Intention: Help students consolidate the learned knowledge, realize the transfer and application of language knowledge, and expand their thinking. Through various activities, students can apply the learned vocabulary, phrases and sentence structures to practical communication, and deepen their understanding of the theme of parent-child relationship.) Activity 1: Vocabulary and Sentence Structure Consolidation The teacher designs two exercises to help students consolidate the key vocabulary and sentence structures learned in the text. Exercise 1: Fill in the blanks with the correct form of the given words and phrases. The words and phrases include “misunderstand”, “patience”, “compromise”, “express one’s feelings”, “generation gap” and so on. Exercise 2: Rewrite the sentences according to the requirements, using the key sentence structures learned in the text, such as “I think it’s important that...” and “It is because... that...”. After students finish the exercises, the teacher checks the answers and explains the common mistakes, helping students master the usage of key vocabulary and sentence structures flexibly. Activity 2: Group Discussion — Solve Practical Problems The teacher puts forward a practical topic for discussion: “In real life, what conflicts often occur between you and your parents? What are the causes of these conflicts? How can we solve these conflicts effectively?” Then, divide students into groups of 4-5, and ask each group to discuss the topic. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary, phrases and sentence structures to express their views, and encourages students to put forward practical solutions. After the discussion, each group selects a representative to make a report in front of the whole class, sharing the group’s views and solutions. The teacher makes comments on each group’s report, affirms the advantages, points out the deficiencies, and guides students to summarize the effective ways of parent-child communication, such as “communicate sincerely”, “listen to each other’s opinions”, “learn to compromise” and so on. This link can not only help students apply the learned language knowledge to practical communication, but also cultivate their cooperative inquiry ability and problem-solving ability, and realize the integration of language learning and real life. Activity 3: Text Retelling The teacher asks students to retell the text with the help of the mind map and the key information sorted out before. The teacher can give some prompts, such as the key characters, the cause of the conflict, the process and the result. Students can retell the text individually or in pairs. After retelling, the teacher invites several students to retell the text in front of the whole class, and makes comments on their retelling, focusing on checking whether the logic is clear, whether the key information is complete, and whether the language is accurate and fluent. This link can help students consolidate the text content, improve their oral expression ability, and deepen their understanding of the text theme. Activity 4: Theme Expansion The teacher introduces the differences of parent-child education concepts between Chinese and Western cultures, and shows some simple materials (such as short passages or pictures) about Western parent-child communication. Then, ask students to discuss: “What are the differences between Chinese and Western parent-child education concepts? What are the advantages and disadvantages of each? What can we learn from each other?” Through discussion, students can broaden their horizons, understand diverse cultural concepts, cultivate their cultural awareness, and establish a scientific and reasonable parent-child communication concept. Step 4: Summary and Homework (Design Intention: Summarize the key content of this lesson, help students sort out the knowledge system, and arrange hierarchical homework to meet the needs of different students. The homework focuses on consolidating the learned knowledge, promoting the transfer and application of knowledge, and realizing the connection between in-class and after-class learning.) First, the teacher summarizes the key content of this lesson: This lesson mainly learns a narrative text about parent-child relationship, grasps the key vocabulary, phrases and sentence structures related to parent-child communication, understands the logical structure and emotional connotation of the text, and masters effective parent-child communication methods. At the same time, the teacher emphasizes the importance of respecting parents, communicating sincerely with parents, and establishing a harmonious parent-child relationship, which guides students to establish positive emotional attitudes and values. Then, the teacher arranges hierarchical homework: 1. Basic homework: Copy the key words and phrases in the text, and make 5 sentences with each key phrase. 2. Intermediate homework: Retell the text in writing, with no less than 100 words. 3. Advanced homework: Write a short passage about your own parent-child relationship, introduce the conflicts or happy moments between you and your parents, and put forward your own views on parent-child communication, with no less than 150 words. This kind of hierarchical homework can meet the learning needs of different levels of students, help students consolidate the learned knowledge, and improve their writing ability and practical application ability. Finally, the teacher encourages students to communicate with their parents sincerely after class, apply the communication methods learned in this lesson to real life, and experience the warmth of family love. This link can realize the integration of language learning and emotional education, and achieve the teaching goal of cultivating students’ comprehensive literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $